A Study Of Teachers’ Feedbacks In English Classes Of Junior Middle School In The Context Of The New Curriculum Standard

The new English Curriculum Standard, issued by the Ministry of Education, arousedgreat concern in English educational circles. In particular, the new standard has postulateddetailed requirements for teachers’ feedbacks, which are of crucial importance to students’language acquisition. Since that new standard is set, the question whether the current situationin the adoption of teachers’ feedbacks is in line with the new standard deserves tremendousattention.Based on the guidance of the New Curriculum Standard, the paper attempts toinvestigate teachers’ feedbacks in English classes for junior middle school students and findout whether these feedbacks conform to requests of the New Curriculum Standard. This studyis aimed to put forward some suggestions to improve the quality of teacher feedbacks and theeffectiveness of teacher feedbacks in junior English classes according to the New CurriculumStandard.This study chooses three first year junior middle school English teachers and theirstudents from a middle school in Handan as the research subjects, and it also takes their nineperiods of English classes as the object. This paper discusses the types of teacher feedbacks inEnglish classes for junior students and their distribution, and whether teacher feedbacksemployed in junior middle school teaching in line with the New Curriculum Standard, andthen discusses whether there is any problem in the using of teacher feedbacks. Through thedetailed investigation and analysis, the author finds that teacher feedbacks employed inEnglish classes for junior students do not conform to the New Curriculum Standard totally,and there are some problems in the using of teacher feedbacks. Teacher feedbacks employedin junior middle school teaching lack opportunities for students’ output, and junior Englishteachers’ feedbacks lack variety as well as comprehensibility.